empowering doctoral candidates in the dissertation supervision process

Document Type : Research Paper

Authors

1 M.A in Educational Research, Department Of Education and Psychology, Ferdowsi University Of Mashhad, Iran.

2 Professor of Philosophy of Education, Department Of Education and Psychology, Ferdowsi University, Mashhad, Iran

Abstract

Abstract
This study infers the lived experiences of Ph.D. candidates on empowering them by dissertation supervision. Our research method was phenomenology, and we interviewed students who were selected by the snowball sampling method. For ensuring the trustworthiness of the finding (credibility, transferability, confirmability, and dependability), we employed member checking, thick description, and external audits. The results demonstrate the ups and downs of empowering students through dissertation supervision. Therefore, ups in empowering students include freedom of selecting their supervisor, self-efficiency, independence, self-challenging, and supervisors’ empathetic understandings, fluent roles, and effective feedback. On the other hand, downs in empowering students are Supervisors’ low responsibility, inappropriate proficiency, and poor feedback, which led the students to look for an unconventional pathway.
Keywords: dissertation supervision, PhD candidate Lived Experience, empowerment

Keywords

References

اتکینز، مدلین و براون، جورج (1392). تدریس مؤثر در آموزش عالی (چاپ اول). مترجم سیادت، سید علی و لیاقت مدار، محمدجواد، تهران: علمی و فرهنگی.
بنی‌اسدی، احمد و ضرغامی، سعید (1394). واکاوی انتقادی رابطه استاد- دانشجو در فرایند پایان‌نامه نویسی؛ از منظر دانشجو: (رشته فلسفه تعلیم و تربیت). اندیشه‌های نوین تربیتی، 11(2): 148 ـ 126.
 بهزادی، حسن و داور پناه، محمدرضا (1388). بررسی عوامل مؤثر بر تجربه پژوهشی دانشجویان تحصیلات تکمیلی دانشگاه فردوسی مشهد. مطالعات تربیتی و روان‌شناسی دانشگاه فردوسی مشهد، 10(2): 250 ـ 228.
بهمن‌آبادی، سمیه (1393). بررسی میزان رعایت اخلاق پژوهشی در رساله‌های دکتری گروه علوم انسانی دانشگاه فردوسی مشهد در طی سال‌های 1386 تا 1390. پایان‌نامه کارشناسی ارشد. گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد.
پاک‌طینت، اقبال و فتحی زاده، علی‌رضا (1387). توانمندسازی کارکنان: ضرورت‌ها و راهکارها. فصلنامه مدیریت، 5 (11): 47 ـ 33.
جمشیدی‌ها، غلامرضا و پرستش، شهرام (1385). دیالکتیک منش و میدان در نظریه عمل پیر بوردیو. نامه علوم اجتماعی، (30): 32 ـ 1.
شعبانی ورکی، بختیار (1393). بازگشت PH به PHD: ضرورت آموزش فلسفه علم به دانشجویان رشته‌های علوم و مهندسی. همایش فلسفه علم، دانشکده علوم دانشگاه فردوسی مشهد، 8 ـ 6.
شیربگی، ناصر و کاوه‌ای، صدیقه (1391). بررسی نقش و رابطه نظارتی استاد راهنما و دانشجو از دیدگاه دانشجویان دوره کارشناسی ارشد. رویکردهای نوین آموزشی، 7 (1): 26 ـ .1
کینلا، دنیس (1383). توانمندسازی منابع انسانی (چاپ سوم). مترجم ایران نژاد پاریزی، مهدی و سلیمیان، معصومعلی، تهران: مدیران.
محمد زاده قمصر، اعظم (1391). راهبردهای راهنمایی رساله و پایان‌نامه‌های دانشجویان تحصیلات تکمیلی در دانشگاه فردوسی مشهد، تحلیلی بر وضع موجود و ترسیم وضع مطلوب. پایان‌نامه کارشناسی ارشد. دانشگاه فردوسی مشهد، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی.
محمدی چابکی، رضا (1392). استلزامات طرح نظریه‌ای تربیتی مبتنی بر پارادایم پیچیدگی. رساله دکترا. دانشگاه فردوسی مشهد، دانشکده علوم تربیتی و روان‌شناسی، گروه علوم تربیتی.
معاونت برنامه‌ریزی و توسعه منابع دانشگاه فردوسی مشهد (1396). سند راهبردی دانشگاه. بازیابی در 17 بهمن 1396 از: yon.ir/jkva6.
نامور مطلق، بهمن (1387). باختین، گفت‌وگو مندی و چندصدایی مطالعه پیشابینامتنیت باختینی. پژوهشنامه علوم انسانی، (57): 414-.397
نواح، عبدالرضا.، رضا دوست، کریم و پورتر کارونی، محمد (1391). بررسی عوامل مؤثر بر تعاملات و ارتباطات دانشجویان با استادان. فصلنامه پژوهش و برنامه‌ریزی در آموزش عالی، (63): 41 ـ 25.
الوانی، سید مهدی و دانایی‌فرد، حسن (1394). نظریه نظم در بی‌نظمی و مدیریت (چاپ اول). تهران: صفار.
یمنی دوزی سرخابی، محمد.، سهرابی، منیره.، گلدسته، اکبر و ثمری، عیسی (1396). تحلیلی بر وضعیت عوامل مؤثر بر تجارب پژوهشی (فرآیند پایان‌نامه نویسی) دانشجویان تحصیلات تکمیلی و تغییرات آن در دانشگاه شهید بهشتی. فصلنامه انجمن آموزش عالی ایران، 8 (1): 18 ـ 1.
Alvani, S.M and Danaeifard, H. (2015). Theory of order in disorder and management (First Edition). Tehran: Saffar (Text in Persian).
Bahmanabadi, S. (2014). Study of research ethics in the Ph.D. dissertations of Faculty of Humanities of the Ferdowsi University of Mashhad In the academic year of 2007 to 2011. Master's thesis. Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad (Text in Persian).
Bani Asadi, A. and Zarghami, S. (2015). Critical analysis of the teacher-student relationship in the dissertation process; From the Student's Perspective: (Philosophy of Education). New thoughts in Education, (2)11: 126-148 (Text in Persian).
Bartlet, A. and Mercer, G. (2010). Cooking up a feast: finding metaphors for feminist postgraduate supervision. Australian Feminist Studies, 14 )30(: 367- 375.
Behzadi, H. and Davar Panah, M.R. (2009). Investigating the factors affecting the research experience of graduate students of Ferdowsi University of Mashhad. Educational and Psychological Studies of Ferdowsi University of Mashhad, (2)10: 228-250 (Text in Persian).
 Brown, G. and Atkins, M. (2013). Effective teaching in higher education. Translator, Siadat, Seyed Ali and Liaghatmadar, Mohammad Javad. Tehran: scientific and cultural (Text in Persian).
De Kleijn, R.A.M., Bronkhorst, L.H., Meijer, P.C., Pilot, A. and Brekelmans, M. (2014). Understanding the up, back, and forward-component in master’s thesis supervision with adaptivity. Studies in Higher Education, 41 )8(, 1463- 1479.
De Kleijna, R. A. M., Meijera, P. C., Brekelmansa, M. and Pilot, A. (2015). Adaptive research supervision: exploring expert thesis supervisor’s practical knowledge. Higher Education Research & Development, 34 (1).
Devine, K. and H. Hunter, K. (2016). PhD student emotional exhaustion: the role of supportive supervision and self-presentation behaviors. Innovations in Education and Teaching International.
Dysthe, O. and Westrheim, K. (2003). The Power of the group in graduate student supervision an empirical study of group based supervision combined with student groups and individual supervision. Paper presented at Symposium: Writing to Learn and Learning to Write in Higher Education.  AUGUST 26-30, PADOVA, ITALY, 1-11.
Dysthe, O., Samara, A. and Westrheim, K. (2006). Multivoiced supervision of master’s students: a case study of alternative supervision practices in higher education. Studies in Higher Education, 31 (3): 299-318. 
Esbjörn-Hargens, S. (2012). An over view of integral theory, an all-inclusive framework for the 21st century. MetaIntegral Foundation, (1): 1-20
Filippou, K., Kallo, J. and Mikkilä-Erdmann, M. (2017). Students’ views on thesis supervision in International master’s degree programs in Finnish universities. Intercultural Education, 28 (3): 334-352.
Gatfield, T. (2005). An Investigation into PhD supervisory management styles: development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management, 27 (3):311-325.
Gedamu, A.D. (2018). TEFL Graduate Supervisees' Views of Their Supervisors' Supervisory Styles and Satisfaction with Thesis Supervision. Iranian Journal of Language Teaching Research, (6)1, 63-74.
Green, B. and Lee, A. (1995). Theorizing postgraduate  pedagogy. Australian Universities Review, 38 (2): 40-45.
Gurr, G. M. (2010). Negotiating the rackety bridge a dynamic model for aligning supervisory style with research student development. Higher Education Research & Development, 20 (1), 81-92.                                  
Hales, C. and Malfory, j. (2010). Retheorizing doctoral supervision as professional work. Studies in higher education, 35 (1): 79-92.                                       
Halse, C. and Bansel, p. (2012). The learning alliance: ethics in doctoral supervision. Oxford Review of Education, 38 (4): 377-392.
Harbon, L.A. (2010). Balance and trust: issues in the supervisor—student relationship. Institute for Teaching and Learning, University of Sydney.  Download from: yon.ir/1mPDB
Hunter, A.B., Laursen, S.L. and Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students cognitive, personal, and professional development. Science Education, 91 (1): 36-74.
Hutchings, M. (2015). Improving doctoral support through group supervision: analyzing face to face and technology- mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 42 (3): 533-550.
Jamshidiha, G. and Parastesh, S. (2006). The dialectic of character and field in Pierre Bourdieu's theory of action. Social Sciences Letter, (30): 1-32 (Text in Persian).
Kinla, D. (2004). Empowering human resources (Third Edition). Translator, Irannejad Parizi, Mehdi and Salimian, Masoum Ali, Tehran: Managers (Text in Persian).
Lee, A. (2007). Developing effective supervisors: Concepts of research supervision. South African Journal of Higher Education, 21 (4): 680-693.
Mainhard, T., van der Rijst, R., Tartwijk, J.V. and Wubbels, T. (2009).  A Model for the supervisor-doctoral student relationship. Higher Education, 58 (3): 359-373.
Mary Coughlan,T.D. and Colin Hunt, C. (2011). National strategy for higher education to 2030. Irland: Department of Education and Skills
Mhunpiew, N. (2013). A Supervisor’s roles for successful thesis and dissertation. US-China Education Review, 3 (2): 119-122
Mohammadi Chaboki, R. (2013). The implications of the design theory of education based on the paradigm of complexity. PhD Thesis. Ferdowsi University of Mashhad, Faculty of Educational Sciences and Psychology, Department of Educational Sciences (Text in Persian).
Mohammadzadeh Ghamsar, A. (2012). Strategies to guide students graduate theses and dissertations, Ferdowsi University of Mashhad (an analysis of the status quo and the ideal status depicted). Master's thesis. Ferdowsi University of Mashhad, Faculty of Educational Sciences and Psychology, Department of Educational Sciences (Text in Persian).
Namvar Motlagh, B. (2008). Bakhtine, Dialogism and Polyphony: the Study of Bakhtine’s Intertexuality. Humanities, (57): 397-414 (Text in Persian).
Navah, A., Reza Doust, K. and Porter Karuni, M. (2012). Investigating the factors affecting students' interactions and relationships with professors. Research and Planning in Higher Education, (63): 25-41 (Text in Persian).
Orellana, M. L., Darder, A., Perez, A. and Salinas, J. (2016). Improving doctoral success by matching PhD students with supervisors. International Journal of Doctoral Studies, (11): 87-103
Pakatint, E. and Fathi Zadeh, A.Z. (2008). Employee Empowerment: Necessities and Strategies. Management Quarterly, (11)5: 33-47 (Text in Persian).
Parker-jenkins, M. (2016). Mind the gap: developing the roles, expectation and boundaries in the doctoral supervisor-supervisee relationship. Studies in Higher Education, 43 (1): 57-71.
Pearson, M. & Brew, A. (2002). Research training and supervision development. Studies in Higher Education, 27 (2): 136-150.
Rabertson, M. (2017). Team modes and power: supervision of doctoral students. Higher Education Research & Development, (36)2: 358-371.
Schulze, S. (2012). Empowering and disempowering in supervisor- student relationship. Kores Bulletin for Christian Scholarship, 7(2):1-8.
Shabani Varki, B. (2014). Return of PH to PHD: The need to teach philosophy of science to students of science and engineering. Conference on Philosophy of Science, Faculty of Science, Ferdowsi University of Mashhad, 6-8 (Text in Persian).
Shirbegi, N. and Kaveh, S. (2012). Investigating the role and supervisory relationship of supervisor and student from the perspective of master's degree students. New Educational Approaches, (1)7: 1-26 (Text in Persian).
Vice Chancellor for Planning and Resource Development, Ferdowsi University of Mashhad (2017). University Strategic Document. Retrieved February 6, 2017 from: yon.ir/jkva6 (Text in Persian).
Wagener, B. (2018). The importance of affects, self-regulation and relationships in the writing of a master's thesis. Teaching in Higher Education: Critical Perspectives, (23)2: 227-242.
Yemeni E.S, M., Sohrabi, M., Goldasteh, A. and Samari, J. (2017). An Analysis of the Status of Factors Affecting Research Experiences (Thesis Processing Process) Graduate Students and Its Changes at Shahid Beheshti University. Iranian Higher Education Association, (1)8: 1-18 (Text in Persian).
The Journal of New Thoughts on Education
Volume 16, Issue 2 - Serial Number 56
September 2020
Pages 249-282

Files

Share

How to cite

Statistics